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Center for Teaching Excellence


Graduate Teaching Assistant

Pedagogy Workshops and Events

In our effort to help keep faculty at the forefront of the ever evolving understanding of how students learn and what types of best practices good teachers should engage in, the CTE offers workshops and events that give faculty the building blocks they need in order to engage their students and design good courses that foster student learning.

Click on the "+" sign next to each event to see description.


June 2019

Clearly articulating classroom expectations helps to set the foundation for a mutually beneficial course. Research shows that persistence and retention is connected to student's sense of belonging. Furthermore, students who engage in quality interactions with faculty are retained at a higher rate (Astin 1977, 1993). As a faculty member, it is important to assist in developing this sense of belonging and aid in students persistence and retention. This session will cover pedagogical strategies and ways to negotiate positive norms within your classroom to assist you in developing a meaningful academic environment.This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

Creating an environment of integrity within the classroom truly takes a village. Faculty, administrators, and students all play a role in maintaining an ethical campus community. This workshop will explore preventative tools to address classroom roadblocks. This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

In this session we will discuss the academic misconduct trends we are seeing online and in person with our students. Additionally, we will discuss how to identify and address these common violations while maintaining a productive instructor/student relationship. This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

Engaging in conflict is challenging whether you are an experienced instructor or new to your role. A likely strategy is to ignore the behavior due to our own discomfort, concern over retaliation or fear that our intervention may cause more harm or disruption. Through case study examples this workshop will explore Gerald Amada’s research from Coping with Misconduct in the College Classroom and provide participants with tangible strategies to disruptive behavior in a confident and fair manner. This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

Surprisingly, most higher education instructors and faculty are not required to have received specific training on how to write a syllabus, or even more, develop a quality course. Often course syllabi are borrowed and modified from prior semesters, and thus instructors may find that their course is just not leading to the learning they had expected for their students. How can these issues be resolved? For a quality course that engenders deep and meaningful learning, instructors need to write the syllabus from the perspective of what the student will achieve and design realistic, meaningful outcomes and associated curriculum to do so.

In this workshop, we will outline the framework for developing a syllabus for a course of your choosing, using the conceptual framework of “Backward Design” (Wiggins and McTighe, 2005). We’ll discuss the importance of (and practice crafting) thoughtfully designed learning outcomes, and then work backward to develop appropriate assessments, meaningful class learning activities, and finally, determine the most effective method for teaching that activity.

Other guidelines and advice for syllabus development will be discussed, including analysis of examples of good and bad syllabus construction. Participants will receive feedback and ideas from instructors in other disciplines in a small, informal group setting and leave with concrete ideas and recommendations for syllabus construction  Register